Educational design and networked learning: Patterns, pattern languages and design practice
By Peter Goodyear. 2005
506 citations recorded by the source corpus.
There is a growing demand for advice about effective, time efficient ways of using ICT to support student learning in higher education. This paper uses one such area of activity - networked learning - as a context in which to outline a novel approach to educational design. The paper makes two main contributions. It provides a high level view of the educational design problem space. It then introduces the patterns based approach to educational design. While other professional communities, particularly in software engineering, have been developing patterns based approaches to sharing and re-using design experience, this paper goes back to the original conceptions of participatory design that informed Christopher Alexander's early work on patterns and pattern languages. In particular, it makes connections between the technicalities of design and the central place of values. A patterns based approach can help with encoding, sharing and using knowledge for educational design. But it is also a powerful way of connecting educational values and vision to the details of the tasks, tools and resources we offer our students.
Subfields: Development, Developmental and Educational Psychology, Human-Computer Interaction
View Paper: https://www.semanticscholar.org/paper/1f4f5ce34157efa7f26d20ae538984f9ba59db40
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In Development
In Developmental and Educational Psychology
In Human-Computer Interaction
Citations in the corpus
- Is FLIP enough? Or should we use the FLIPPED model instead? (2014, background): “…is “Learning by Networking” which reflects the current trend in higher education, where students rely heavily on social media and online networking as a supplementary learning tool (Goodyear, 2005; Goodyear, Banks, Hodgson & McConnell, 2004; Jones, Ferreday, & Hodgson, 2008; Zimmerman, 1989).”
- Designing for Learning in an Open World (2012, background): “Although of a slightly different nature to the other design languages described above, pedagogical patterns (Goodyear 2005 ; Goodyear and Retalis 2010 ) can also be viewed as a form of design language.”
- Researching design practices and design cognition: contexts, experiences and pedagogical knowledge‐in‐pieces (2011, background): “Design cognition and design practices, in the field of education, take on distinctive qualities because of the need to travel between high-level pedagogical theory and the minutiae of learning activities, using various kinds and levels of intermediate representation to do so (Goodyear 2005; Ruthven ”